Please use this identifier to cite or link to this item: https://ruomo.lib.uom.gr/handle/7000/1790
Title: The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors
Authors: Sofologi, Maria
Koulouri, Sofia
Ntinou, Magda
Katsadima, Effie
Papantoniou, Aphrodite
Staikopoulos, Konstantinos
Varsamis, Panagiotis
Zaragas, Harilaos
Moraitou, Despina
Papantoniou, Georgia
Type: Article
Subjects: FRASCATI::Social sciences::Psychology::Psychology, special (including: therapy for learning, speech, hearing, visual and other physical and mental disabilities)
FRASCATI::Social sciences::Educational sciences::Education, special (including:to gifted persons, those with learning disabilities)
Keywords: Academic Achievement
Effortful Control
Learning-Related Behaviors
Metacognitive Control
Self-Regulation
Issue Date: Aug-2022
Source: Journal of Behavioral and Brain Science
Volume: 12
Issue: 08
First Page: 380
Last Page: 399
Abstract: Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention, which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.
URI: https://doi.org/10.4236/jbbs.2022.128022
https://ruomo.lib.uom.gr/handle/7000/1790
ISSN: 2160-5866
2160-5874
Other Identifiers: 10.4236/jbbs.2022.128022
Appears in Collections:Department of Educational & Social Policy

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